Gonerby Hill Foot Church of England Primary School

Gonerby Hill Foot Church of England Primary School English Language and Literacy Policy Rationale The National Curriculum (2014) clearly states that teaching the English language is an essential, if not the most essential role of a primary school. At GHF we recognise that without effective communication, little achievement can be made. We know that we have a duty to ensure that English teaching is a priority and we recognise that this is necessarily cross-curricular and a constant through-out school life and beyond. At GHF we set high expectations for all our staff and learners in all aspects of their school life. We believe it is vital that we not only teach children to read and to write with competence and confidence, but that we inspire and stimulate them so that they want to read and write, and so that both activities bring them happiness and fulfilment. All our staff aim to ensure that Literacy is an exciting and creative experience for every pupil. AIMS We aim to develop in the children an enthusiasm for language and literacy in all its forms and the confidence to express themselves both orally and through the written word. By developing a comprehensive range of reading skills we aim to ensure every child has the ability to acquire knowledge through reading, but also to foster in the children a love and appreciation of a variety of literature. These skills will enable them to access all aspects of the curriculum. We recognise the foundations laid by the home and build upon this to develop pupils abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy and speaking skills. At GHF we strive for each child to be a Primary Literate Pupil. By the end of their time here, we want each child to be able to: Speak, read and write with confidence, fluency and understanding, using a range of independent strategies to self-monitor and correct. Have an interest in books and read for enjoyment. Have an interest in words, their meanings; be developing a growing vocabulary in spoken and written forms. Understand a range of text types and genres and be able to write in a variety of styles and forms appropriate to the situation. Be developing the powers of imagination, inventiveness and critical awareness. Have a suitable technical vocabulary to articulate their responses. STATUTORY REQUIREMENTS Statutory requirements for the teaching and learning of English are laid out in the National Curriculum English Document (2014) and in the Communication, Language and Literacy section of the Statutory Framework for the Early Years Foundation Stage (2014). The new National Curriculum is stratified into four sets of attainment targets and teaching objectives. Year 1 Key Stage 1

Year 2 Key stage 1 Year 3/Year4 Lower Key Stage 2 Year 5/Year 6 Upper Key Stage 2 As we teach in mixed age classes, we have structured our teaching programmes in a similar way. This means that we will provide a two year rolling programme for Y1/2, Y3/Y4 and for Y5/Y6. All teaching and activities will be suitable for both year groups and reflective of pupils needs. THE DAILY TEACHING OF ENGLISH Language and Literacy is taught in the following ways: Literacy lessons Daily phonics teaching in Foundation Stage and Key Stage 1 Shared and guided reading Guided, shared and independent writing Handwriting, grammar and spelling lessons Planned opportunities for speaking, reading and writing throughout the curriculum Reading aloud to the class Use of the school library Home reading Visiting professionals e.g. poets, authors, story tellers. Class assemblies and performances Other, unplanned opportunities The typical timetable for teaching English is as follows: EYFS Key Stage 1 Key Stage 2 Reading The children receive a weekly guided session. Shared Text every day in the form of story time. Daily phonics sessions based on Letters and Sounds and supplemented by Jolly Phonics actions and songs Daily reading of at least 30 mins, with an equal split between guided and shared text work. Planning based on DERIC Decode Explain Retrieve Interpret Choice Reading 4 times a week using a shared text from the relevant year group cycle (Two 20 minute sessions and two 40 minute sessions.) Planning based on ERIC Explain Retrieve Interpret Choice Daily phonics sessions as above. (15 20 mins) Weekly assessment of tricky words which have previously been sent home for learning. Daily phonics sessions based on Letters and Sounds Spelling Daily phonics sessions as above (20 mins) Daily practice of tricky words linked to VCOP Year 2 children who have completed phase 6 phonics will move onto No Nonsense By end of KS 1 children should be segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly spelling many common exception words* spelling some words with contracted forms* See appendix 3 for shared read cycle No Nonsense Spelling programme 3 times a week ( 15 20 mins per session) By the end of Key Stage 2 children should be - spelling most words correctly* (years 5 and 6)

EYFS Key Stage 1 Key Stage 2 adding suffixes to spell some words correctly in their writing e.g. ment, ness, ful, less, ly* using the diagonal and horizontal Handwriting Daily practice using Letter join. By end of KS 1 children should be using the diagonal and horizontal strokes needed to join letters in some of their writing writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters using spacing between words that reflects the size of the letters. Delivered weekly every Friday according to guidelines. 20 minute independent write to take place each Friday Daily practice using Letter join. (30 mins per week) By end of KS 1 children should be using the diagonal and horizontal strokes needed to join letters in some of their writing writing capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters using spacing between words that reflects the size of the letters. Grammar No nonsense Grammar to be taught discretely with application into text 3 times a week. (15 mins approx.) Teaching of text types Refer to appendix 1 long term overview These will be shorter teaching sessions with a clear focus on teaching the necessary skills. Longer sessions will be allocated to writing the final piece. Big Writing Talk for writing slips introduced and sent home the day before after Talk for writing session. (20 mins) Delivered weekly every Friday according to guidelines VCOP sessions delivered prior to the Big Write Basic Skills (These are not additional and should link to the No Nonsense schemes.) Monday Revision of previous years words Tuesday Present Year statutory word list revision Link to NO Nonsense using their strategies. Wednesday Handwriting focusing on errors you know some of your class are making. Thursday Phonics consolidation. By Upper Key Stage 2 it may be the application of phonics through dictionary work or thesaurus work, root words etc. morphology but will have a similar quick recycle of basic handwriting skills, based on errors the teacher sees children in the class making as they actually write, at the start of most sessions. Friday - Consolidation of any of the 2-3 times a week using Letter join, building up to longer sustained pieces. (30 mins per week) By the end of Key Stage 2 a child should be maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters No nonsense Grammar to be taught discretely with application into text 3-4 times a week. (45 mins per week) Refer to appendix 1 long term overview These will be shorter teaching sessions with a clear focus on teaching the necessary skills. Longer sessions will be allocated to writing the final piece. Talk for writing slips introduced and sent home the day before after Talk for writing session. (20 mins) Delivered weekly every Friday according to guidelines VCOP sessions delivered prior to the Big Write Basic Skills (These are not additional and should link to the No Nonsense schemes.) Monday Revision of previous years words Tuesday Present Year statutory word list revision Link to NO Nonsense using their strategies. Wednesday Handwriting focusing on errors you know some of your class are making. By Upper Key Stage 2 may be the using or applying of handwriting through presenting best work or composing an anthology of favourite poems, a verse a week. Encourage speed and accuracy. Thursday Phonics consolidation. By Upper Key Stage 2 it may be the application of phonics through dictionary work or thesaurus work, root words etc. morphology but will have a

EYFS Key Stage 1 Key Stage 2 above as needed. For Specific guidelines see appendix similar quick recycle of basic handwriting skills, based on errors the teacher sees children in the class making as they actually write, at the start of most sessions. Friday - Consolidation of any of the above as needed For Specific guidelines see appendix There is a degree of flexibility in how much time is devoted to each activity and teaching should be responsive to the needs of pupils and/or what they are studying at the time. As a general idea, for the discrete teaching of Language and Literacy, we provide around 7-8 hours per week in KS2 and about 6-7 hours in KS1. Further guidance can be found in our template timetables. Both planning and delivery of this area of the curriculum are done in regular consultation with all staff and within a culture of school self assessment, training and support, both internal and external. Literacy Lessons Typical literacy lessons are timetabled for each class most days except Fridays (Big Writing Lesson). The length of lessons depends on the phase of teaching and what is to be covered, other English teaching that day and the needs of the children. Children in the Early Years are taught the elements of a daily literacy lesson, according to the teacher s judgement of the needs of the class. This is gradually increased by the end of the summer term in Reception. The Literacy lesson is typically for the teaching of skills of writing through units of literacy, linked to different genres or text types, which ultimately lead to a composition outcome. However, there will be teaching of reading and analysis too. GHF has long term scheme of work detailing units for the genre and text types to be taught over a two year cycle, although the order of the units may be varied to purposefully fit with cross curricular topics. As a starting point, we use the statutory requirements in the National Curriculum. Staff may be supported by resources such as plans from Hamilton Trust Medium Term Plans to select progressive and appropriate teaching objectives for each unit but should tailor the teaching sequences and/or texts to suit the needs and interests of their class. Staff may also use previous teaching units (as adapted from the former Renewed Framework) but will adapt the objectives and outcomes to match the expectations of the new national curriculum. Detailed planning is generally shared between key stage teams and adapted to the needs of each class. The objectives on medium term plans should feed into the sequential planning for daily lessons. These will begin with immersion and familiarisation with the genre/text, move onto analysis and capturing ideas for their own writing integrating the skills of writing and end with an independent composition/writing outcome. Pupils are taught the different stages of the writing process throughout a literacy unit. Phase planning should include: An engaging and purposeful starting point at the beginning of each unit Texts to be used including a WAGOLL (what a good one looks like) for the written outcome Clear lesson objectives and progressive sequence of learning, which are transferred into evaluation grids and stuck in the children s books. Children are supported to achieve the learning objective through appropriate provisions, such as a specific resource and adult support Mastery teaching allowing for consolidation of skills and attainment at greater depth

A progression from reading into writing across the unit Clear links between teacher modelling and children practicing and using such skills Clear cross curricular links made where possible Use of resources including other adults Opportunities for role-play, drama and debate are built-in to provide practice in speaking and listening. There is a stimuli and purpose for all writing, whether it is part of the teaching unit or for an extended write. The children should be confident in what they are writing about and see a purpose for it. Whether through cross curricular topics, reading or discrete strategies, the children will be supported to establish a clear understanding of the context for their writing. For example, this may involve setting up an activity for the children to experience something they are to write about. All writing opportunities will be purposeful, engaging and accessible for all pupils, particularly in terms of their knowledge and experience. Visual Literacy should also incorporate many interactive ICT opportunities including movie making, animation and film narration/oral storytelling. Visual Literacy is incorporated fully into the planning and is not a stand-alone activity. The third phase of learning to write involves the following stages: Planning - GHF has a standard set of planning frameworks (based on Sue Palmer skeletons) that are taught and used throughout school (See G drive literacy resources). Drafting - with age appropriate Writing Matters Text Type Checklists to support organisation of the text (See G drive literacy resources). Read and re-draft children leave the left hand side page blank to support this stage. Proofreading and editing explicitly taught using checklists and personal targets to support. Publish with a focus on developing handwriting and establishing motivation to write, as well as pride in work and effort, publishing takes place where appropriate. The Literacy Learning Wall will support all three phases and the stages of writing and updated regularly. During Literacy and English lessons pupils work in a variety of groupings dependent upon the nature of the activity. These include whole class, group, paired and individual work. Where appropriate, the children s literacy learning (including grammar and VCOP work) is recorded in their literacy book. This would typically be about three times a week but is dependent on the nature of the learning. Work is always dated and the learning objective is also made clear. As a school, we have chosen to fully follow Ros Wilson s Big Writing strategy. We sometimes complement this with strategies from Pie Corbett s Talk for Writing. We believe that composition of writing starts with talking it and that pupils should develop stamina to write at length and independently apply the skills they have learned. Every Friday (although this may vary for logistical purposes of a job share class) there will be a Big Writing lesson where pupils learn to become sustained independent writers. Children s independent writing is recorded in their writing portfolio and marked with ticks and their personal short term targets recorded by the teacher into their individual target books. These targets should be accessible to all the children at all times and used by the children in all writing activities. The writing portfolios follow the children up through school to show their progress over time.

See Appendix 1 for the Long Term Literacy plan on the breadth of teaching and Medium Term Planning Template. Daily Phonics Lesson In the Early Years and Key Stage 1, pupils are taught to read and spell words through a daily discrete phonics lessons. Children may be separated in groups according to their ability as we believe that this is an effective way of pupils making the best progress. We follow the progression in Letters and Sounds and use the planning sequences from Phonics Play, although we adapt them to meet the needs and interests of the children. Each lesson follows the Revisit, Teach, Practise, Apply and Assess sequence. Children are enabled to apply phonics skills to their reading, particularly through the use of fully decodable texts such as Phonics Bug. Online versions are available via our subscription for class and individual use. We supplement activities with a range of resources from other schemes such as Jolly Phonics and Phonics Play and the delivery of dough disco to develop fine motor skills. Children who are not secure at phase 5 receive daily phonics learning through either interventions or in class support. APPROACHES TO SPEAKING AND LISTENING Speaking; Listening; Group Discussion and Interaction and Drama permeate the whole curriculum. Interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life. Pupils are offered a language-rich environment where their opinions are sought and valued and opportunities are given to participate in talk within formal and informal situations. Regular shared reading takes place where pupils are encouraged to listen, discuss, re-enact and develop their own ideas in co-operation with others. Visual literacy incorporates a wide range of speaking and listening opportunities, where pupils are able to watch, listen and discuss what they have seen. This is used as powerful tool to develop both vocabulary and pupil writing. Class debate encourages children to listen to the views of others and respond courteously, whilst being able to articulate their own viewpoint. Interviewing and role-play situations are provided in order to develop confidence and self esteem, also the ability to listen and respect the views of others. Staff emphasise the importance of listening and reinforce this throughout the school day. One of the school s Golden Rules is to listen to everyone. Class assemblies, whole school productions and termly services provide the opportunity to speak and perform to a larger audience, when pupils effort and skill are acknowledged by staff, parents, carers and friends. It is appropriate to take time and adapt teaching plans to use these opportunities to develop key speaking and drama skills. Each week the whole school shares a talk topic the Big Talk. The Big Talk topic is shared with all children, staff and parents. The children are encouraged to discuss the talk topics throughout the school day, both inside and outside of the classroom. The topic is introduced in the whole school assembly on Mondays. Before the children s Big Write, they are given time to discuss the subject of their writing; this may be in the style of a debate, through the use of drama or through having a class discussion.

APPROACHES TO READING We ensure there is a balanced approach to teaching the two dimensions of reading: word reading and comprehension. To support the pupils in the complex skill of learning to decode words we use phonics systems for developing knowledge and understanding of how words are built. This is our first strategy for word reading but we also teach other strategies (such as sight and tricky words) alongside this. In the EYFS and KS1, pupils have a daily discrete phonics lesson but in Key Stage 2, children will continue to do Phonics as an intervention if they are not able decoders. Shared reading with the whole class is the most efficient and effective approach to teaching reading and takes place most frequently (i.e. daily). Shared reading is carefully planned and takes place in two forms: 1. Sharing the text from the shared reading cycle (see appendix 2) in order to teach reading comprehension skills. At Key Stage 1 the planning is based on DERIC and at Key Stage 2 the planning is based on ERIC. Through this strategy the children are explicitly taught the skills of becoming an analytical reader and can respond both orally and with written outcomes to in depth comprehension questions. 2. Sharing the text to inform an understanding of text type genre within the literacy lessons. (refer back to writing checklists on the g drive) We believe that using the shared text approach provides - Rich, authentic, interesting literature can be used, even in the earliest phases of a reading program, with children whose word-identification skills would not otherwise allow them access to this quality literature. Each reading of a selection provides opportunities for the teacher to model reading for the children. Opportunities for concept and language expansion Awareness of the functions of print, familiarity with language patterns, and wordrecognition skills grow as children interact several times with the same selection. Individual needs of students can be more adequately met. Accelerated readers are challenged by the interesting, natural language of selections. Because of the support offered by the teacher, students who are more slowly acquiring reading skills experience success Guided Reading In Key Stage 1 half the allocated reading time is given to reading with similar attaining groups of pupils and this takes place regularly (e.g. each group at least once per fortnight but more often where pupils need it) in order to develop the children s skills of decoding and target particular areas in accordance to the needs of the pupils. In KS2, guided reading may take place where the teacher needs to work with a specific group on a specific aspect or if they are falling behind. The text chosen should be about 90% accessible for the level of reading in the group. Guided reading texts can be found in the Guided Reading area outside the staffroom. All books have been banded to ensure teachers choose books of a suitable level for each group. The teacher should choose the text and should have read it in order to ensure that it meets the objectives identified by the group s target. Individual and Home Reading - We use a range of schemes, which incorporate a range of text types and genres, including Oxford Reading Tree, Phonics Club, On-Line Bug Club (accessible by pupils from home as well as school), Big Cat, Project X and First News to support the acquisition of reading skills as well as promote an enjoyment of reading. All pupils reading books are colour book banded to appropriately match materials to the needs and abilities of the pupils. The Home

Reading Library is located on the main corridor and books may be borrowed and changed as frequently as pupils wish. Pupils are encouraged to choose their own reading book and take it home daily to enable parents and carers to share the experience of learning to read along with their child. Pupils have a Home Reading Record which offers suggestions on how to do this, as well as providing an opportunity for dialogue with the pupil s teacher. By Y5/6 pupils should be moving out of the core banded reading scheme to an expanse of novels. Pupils will loan these via the school Library and will be expected to complete reviews and other activities online (via the Junior Librarian system) and in their Reading Journal as requested by the teacher. Novels may also be used as a group text focus for guided reading sessions and pupils will be expected to decide as a group how much is to be read and by when in order to complete a selection of appropriate reading comprehension and commentary tasks. Pupils practise reading in a variety of ways. They regularly read from their reading book, participate in shared and guided reading and are also invited to read from their environment such as labels, displays and from the IWB during other lessons throughout the curriculum. Reading incentives are used in Key Stage 1 and Reception: the current incentive strategy is READ FOR A STAR (where 4 reads = star and 4 stars = a gold star). In Key Stage 2 there are agreed incentives between teams. The use of computers, ipads and Tablets provide opportunities to reinforce reading skills in an enjoyable way but also to encourage reading in real life. All reading resources available in school are carefully selected to ensure equal opportunity for all pupils in consideration of gender, ethnic origin and special educational needs. Pupils with identified special needs will have relevant provision of support to ensure access. APPROACHES TO WRITING We ensure there is a balanced approach to teaching the two dimensions of writing: composition and transcription. Emergent writing is encouraged from EYFS onwards and praise and acknowledgement are given. Composition Pupils are provided with a wide range of stimuli for producing their own writing. They are given opportunities to write for a range of purposes and audiences, adapting their language and style according to purpose. VCOP boards are used to support the use of relevant vocabulary and pupils are encouraged to use their learning partners to help them in the process of writing from concept to editing and re- drafting their work. In all areas of the curriculum, teachers model good practice in writing skills, grammar and conventions of writing. Pupils are given opportunities in all areas of the curriculum to write collaboratively and to produce their final drafts in neat when suitable. Visual literacy is used as an impetus for writing in addition to encouraging regular editing and refinement skills. It provides the stimulus for exciting vocabulary, oral storytelling and sentence level activities that are then used in combination to produce vibrant and dramatic writing. At GHF, we understand that shared/modelled writing is an essential component of a balanced writing curriculum. Children regularly have the opportunity to compose writing as a class and in groups in order to share ideas and good practise. Shared writing is used to teach every aspect of the writing process from planning and composing to editing and publishing.

Through guided writing, children are supported during the different stages of the writing process. Groups for guided writing should be set according to the current writing needs and/or targets of the children. Each guided writing session should be carefully planned to meet the targets for that group. The teacher should work with different groups over a week, tailoring the teaching to meet the target needs of the group. Big Writing plays an important role in the literacy curriculum, giving the children an opportunity to write independently for a sustained period of time. Big Writing should take place every week focussing on a pre-planned topic from across the curriculum. Where possible, Big Writing should revisit a text type previously taught and a range of text types and genres should be covered over the year. All extended Big Writing should be completed in pupils specific Writing Portfolio books. See Appendix 3 for further Big Writing Guidelines. Transcription We teach pupils to develop clear and legible handwriting through the Letter Join scheme (see Appendix 4 for our Handwriting Policy). In the EYFS and Key Stage 1, spelling is addressed rigorously and regularly through the daily phonics lesson. Alongside the graphemes taught through the progression of the Letters and Sounds teaching programme, the spelling requirements of the National Curriculum are also adhered to through the NO Nonsense Spelling scheme. In Key Stage 2 spelling continues to be taught explicitly as a discrete lesson following the progression as outlined in the No Nonsense spelling scheme that addresses the requirements of the National Curriculum. From Years 1 to 6, pupils are given lists of spellings (no more than 5) to practise for a weekly test. The lists are matched to the needs of the children, according to age and ability of the pupils. The spellings are based on the common exception words in Key Stage 1 and the statutory word lists in Key Stage 2 alongside the statutory spelling patterns relevant to the year group. The weekly spelling focus should be clearly displayed in the classroom (e.g. as part of the Literacy Learning Wall) to support application within the context of writing. CROSS-CURRICULAR LITERACY OPPORTUNITIES Teachers seek to take advantage of opportunities to make cross-curricular links. They will plan for pupils to practise and apply the skills, knowledge and understanding acquired through literacy lessons to other areas of the curriculum. The wider two year curriculum has been planned around literacy, ensuring that there is an opportunity in every topic to apply the skills the children have learnt in the previous unit of literacy. The expectation of the literacy skills demonstrated in the wider curriculum is as high as it is during literacy lessons. THE USE OF ICT Opportunities to use ICT to support teaching and learning in Literacy will be planned for and used as appropriate. We consider ICT to be an invaluable tool for engaging and exciting pupils in Literacy. We promote the use of images, film, news footage, cameras, computer games and other media types as a means of experiencing literacy. Technology is a means of communicating and pupils should be taught to use it for their spoken and written composition. Celebration of Literacy Opportunities are created throughout the academic year to celebrate pupils achievements. Written work is included in most displays. Magic Pencil and Golden pen awards are given once a

term to the child in each class showing the most improvement with their writing. The celebration of national literacy events such as World Book Week will also promote the learning and enjoyment of literacy and involve families in some way. Book fairs are organised regularly to promote the love of reading. ASSESSMENT AND TARGET SETTING We have developed a fundamental set of criteria that we expect to be achieved by the end of each year group. These are our Key Performance Indicators (KPIs) and there are between 10-18 for each national curriculum year group for reading and for writing. We maintain tracking spread-sheets for cohort and track each pupil against each KPI, where their progress is measured as: emerging, mastered or advanced. Formative assessment in Literacy will include: AFL this will inform target groups for guided learning. Marking children s work (see Marking and Feedback Policy) Opportunities for self and peer marking and evaluation will be provided. Writing Targets super short term targets are set as part of Big Writing and should feed into all curriculum areas where pupils are writing. These targets should ideally be achievable within a week, however 2 weeks is acceptable. If a child has not experienced success after 2 weeks then the targets need to be reviewed and re-set. Summative assessment in Literacy will include: Termly teacher assessment against the KPIs, which should be input onto the whole school assessment system. Termly assessments of writing using Ros Wilson s Standards or DfE Assessment Framework for writing in Year 2 and 6 Termly assessment against the Statutory Spellings for each year group. Annual testing NFER reading tests in Years 3, 4 and 5 Pearson Active Learn reading assessments using Book Banding for infants SATs in Year 2 and 6 Reception baseline testing in September NFER Reception September assessment of fine motor skills For assessment check points please refer to the Assessment Calendar. All learning will be assessed in line with the Assessment Policy. SPECIAL EDUCATIONAL NEEDS & INCLUSION We aim to provide for all children so that they achieve as highly as they can in English according to their individual abilities. We will identify which pupils or groups of pupils are under-achieving and take steps to improve their attainment. Gifted children will be identified and suitable learning challenges provided. Please refer to the SEND & Inclusion Policy for further information. EQUAL OPPORTUNITIES All children are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background. Please refer to the Inclusion Policy for further information.

THE GOVERNING BODY Regular reports are made to the governors on the progress of English provision and the impact it has had. This policy will be monitored every year to reflect the changing curriculum and reviewed every two years with regard to legal requirements. THE ROLE OF SUBJECT LEADER Our English Subject Leader holds a TLR for leading this area of the curriculum and oversees the administration of the policy, all new initiatives, provision and the identification of training needs in consultation with the Head Teacher. The subject leader: Ensures teachers understand the requirements of the National Curriculum and helps them to plan learning. Keeps up to date with Literacy developments Leads by example by setting high standards in their own teaching. Prepares, organises and leads CPD and joint professional development. Works with the SENDCo to check the provision for SEN pupils. Observes colleagues from time to time with a view to identifying the support they need. Attends CPD and disseminates new learning and initiatives to colleagues. Keeps parents informed about Literacy issues Discusses regularly with the senior leadership and the governors the progress of implementing National Curriculum for English in school Deploys support staff to address English related needs within the school. Monitors and evaluates the English provision in the school by conducting regular work scrutiny, learning walks and assessment data analysis. Ensures the accuracy of the assessments through regular moderation activities Identifies school improvement priorities and appropriate actions. Contributes to the school s self-evaluation. Organises and manages resources within budget guidelines PARENTAL INVOLVEMENT We believe that parental involvement is essential in ensuring that pupils achieve and enjoy in literacy. Parents are asked to support their children on a weekly basis by reading regularly and being involved in homework activities. CONCLUSION: This policy is written in line with other school polices and therefore should be read in conjunction with the following school policies: SEND & Inclusion Policy Marking & Feedback Policy Assessment Policy APPENDICES Appendix 1: Long Term Literacy plan on the breadth of teaching and Medium Term Planning Template. Appendix 2: Shared reading cycle for year 3/4 and 5/6 Appendix 3: Big Writing Guidelines. Appendix 4: Handwriting policy

Update to Policy Record Sheet Date Reference / aspect of policy to update Suggested amendments to consider at next review. Member of staff responsible: English Leader Date policy written: May 2016 and reviewed in Sept 2016 This policy is agreed by the Senior Leadership Team. Date to be reviewed: Feb 2017

Appendix 1 Breath of Teaching Long Term Planning The breath of teaching has been separated into two cycles for each key stage to reflect our two year teaching plan. The units/blocks can be taught in any order but cannot be swapped into a different cycle. Year 1 and 2 - Breadth of teaching Cycle A Cycle B Fiction Fiction Fairy tales Focus on the features Traditional Stories from different cultures good/bad characters, rule of 3 and good v Focus on descriptive settings evil Stories about feelings Focus on Stories with familiar settings Focus on characterisation structure - BME Adventure Stories Focus on story structure Fantasy Stories comparison of settings, BME, story mountains etc. language use Non-fiction Instructions sequencing processes command type sentences Information texts features and layout Discussion texts points for and points against Recount focus on chronological order sequencing own experiences Labels, lists and signs/captions and posters. (only 1 week) Letter to inform - structure Poems based on a theme Songs and repetitive poems focus on rhyme Non-fiction Instructions precise vocabulary and detail of the sentence Explanations features and structure Non- chronological reports fact files on animals Recounts diary s from book characters points of view Persuasive I think that, because.. Letter to a character from a book (assessment) Silly poems to include rhyme to consolidate Traditional poems

Year 3 and 4 - Breadth of teaching Cycle A Cycle B Fiction Fiction Stories by the same author author study Twisted fairy tales manipulating features, characters and look at how dialogue is presented Myths and Legends focus on the plot Fables moral lessons Stories in imaginary worlds settings Adventure stories structure and writing a narrative Playscripts basic layout Playscripts all features to include stage directions Non-fiction Non-fiction Information texts features Explanation texts Non chronological reports Recount retelling from another viewpoint Newspaper reports features Persuasive letter formal language and persuasive devices Discussion justification of points of view Report - historical Persuasive - leaflets and adverts Traditional poems Poetry creating images Poetic form Performance poetry Year 5 and 6 - Breadth of teaching to be completed by SPRING Cycle A Cycle B Fiction Fiction Mystery Stories Passive voice, linkage of Stories with Flashbacks events clue to clue Science Fiction Dialogue to move the story Adventure Stories developing characters forward and to create atmosphere. READING Literacy heritage Myths and Legends Traditional Stories Stories from other cultures Non-fiction Non-fiction Persuasion counter arguments Explanations Newspaper reports in full Power of imagery Biographies and autobiographies Narrative poetry Discussion texts balanced argument